DOCUMENT RESUME S0-014 893 AIITHOR Mitsakos, Charles L. … · 2014. 3. 30. · DOCUMENT RESUME ED...
Transcript of DOCUMENT RESUME S0-014 893 AIITHOR Mitsakos, Charles L. … · 2014. 3. 30. · DOCUMENT RESUME ED...
DOCUMENT RESUME
ED 231 722 S0-014 893
AIITHOR Mitsakos, Charles L.TITLE Educational Computing in the Andover Public
Schools.INSTITUTiON Andover Public Schools, Mass.PUB DATE Jan 83NOTE 42p.PUB TYPE Reports - Descriptive (141)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Computer Assisted Instruction; *Computer Literacy;
*Educational Objectives; *Educational Planning;Educational Trends; Elementary Secondary Education;*Inservice Teacher Education; Program Descriptions
IDENTIFIERS *Massachusetts (Andover)
ABSTRACTA rationale for computers in education in the Andover
(Massachusetts) public schools, a curricular scope and sequence, acomputer acquisitions plan, and a staff development summary arepresented. The report is a result of an 18-month study of computersin education; pilot programs in the schools; and input fromspecialists in business, education, and industry. The rationalesuggests that students must be,provided opportunities to use properlysimple computer equipment, retrieve information frOm data banks,learn programming languages, appreciate the impact of computers onsociety, design information systems, use computers as adecision-making tool, and learn via computer aided instruction. Thescope and sequence focuses on the educational use of computers fromfive viewpoints: as a teaching tool, technological device, socialforce, personal tool, and career tool. Recommendations are thatelementary schools have one microcomputer per 15 teachers andsecondary schools, one per department; the number of studentcomputers is determined on the basis of 30 minutes per studentweekly. Staff development will include ar introduction to themicrocomputer, introduction to programming, instructional softwareevaluation, and instructional software implementation. Appendicesinclude a history of the program (1981-1983) and proposals for1983-1984, a log of student use of existing computers, a history ofhardware acquisitions, and phase 1 of the Andover EducationalComputing Program. (KC)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.************************************w**********************************
ANDOVER PUBLIC SCHOOLSANDOVER, MASSACHUSETTS
Educational Computing
in the
Andover Public Schools
Charles L. MitsakosAssistant Superintendent of Schools
January 1983
9
U.S. DEPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATION
CENTER IERICI
X r,Th* document has been reproduced as
eceived from the person or organization
enveteen9 It f
iMinor changes have been made to tmprove
reptoduction quality
points of vo.yy or epeuons stated in this docu
ment do not necessarily represent ofticral NIE
position or policy
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
06.9/au) Z
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
Report of
The Computer Curriculum Committee
Annetta Freedman, Program Advisor, Media ServicesAlice Friedenson, Teacher, Andover High SchoolDouglas Halsted, Head Teacher, West Junior High SchoolMarcia Harol, Head Teacher, Doherty Junior High SchoolCharlotte Lynch, Teacher, West ElementaryJames Murphy, Program Advisor, MathematicsDolores Pelc, Teacher, Bancroft School
A. Eugene Frulla, Manager, Computer Services
George Brackett, Consultant
Kenneth R. Seifert, Superintendent of SchoolsCharles L. Mitsakos, Assistant Superintendent of Schools
With grateful acknowledgement for their review and suggestions,Project Discovery Business/Industry/Community/Education ComputerTask Force: Barbara Clark, Human Resource and Systems Manager,Gould Modicon; Ruby Easton, Project Discovery Coordinator; RobertFriedenson, Engineer, Bell Laboratories; William Hart, Principal,West Junior High School; William Lane, Director, Bon SecoursHospital; Richard McGrail, Principal, Doherty Junior High School;James Wilen, consultant engineer; and Peter Wu, aerospace engineer,Physical Sciences, Inc.
I
"
TABLE OF CONTENTS
Introduction 1
Rationale 2
Educational Computing Program
Overview 3
Scope and Sequence 4
Recommended ComputerAcquisition Program 11
Staff Development 14ck.
Appendix . ... 15
History of Program ;-
Log of Student Use: 1982-1983 iv
History of Hardware Acquisition vii
1
--o
INTRODUCTION
This is a report of the Andover Computer Curriculum
Committee_on educational computing in the Andover Public Schools.
The findings and recommendations are based on the district's
eighteen month study of computers in education, pilot programs
in our schools, and input from specialists in business, edu-
cation, and industry.
The report includes a rationale for educational computing,
a curricular scope and sequence, a recommended computer acquis-
ition plan, and staff development summary. The appendix includes
the two year history of educational computing to date and des-
cribes programs, student use, and equipment acquisition.
Upon school committee approval, a specific implementationA
plan with a specific hardware proposal within specified. costs
will be prepared.
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Rationale
Ten years ago the computer was considered a frill in education.
Today, the computer is involved in most areas of modern life. The
computer was used primarily as a sorting device, a machine designed
to eliminate repetitive tasks and store quantities of information.
Today, the computer is a vital tool used for decision making in
large and small businesses. The home computer is rapidly becoming
commonplace.
One of the Long range goals of the public schools is to produce
students who can participate intelligently as citizens in a computer-
oriented society. Citizens should be prepared to function in the
society by possessing a collection of skills, knowledge, concepts,
and values designed to facilitate life in this technological era.
The Andover Public Schools must provide programs and services
that enable students to develop those skills, knowledge, concepts,
and values. Andover students must be involved in a formal study
of computers and their uses in order that they might demonstrate
a knowledge of this tool by learning how computers are changing
our society; how' romputers work; and what computers do; and what
they can do to make computers work for them.
Students in the Andover Public Schools must be provided
opportunities to:
- Use properly simple computer equipment
- Retrieve information from data banks
- Learn programming languages
- Appreciate and understand how computers haveimpacted various aspects of society
- Experience a wide variety of simulations relatedto existing curriculum areas
- Design logical unique information systems
- Use computers as a decision-making tool
- Learn via computer 'aided instruction
The development of these opportunities should apply the theo-
ries of child growth and development as related to literacy in
English. Such opportunities would enable students to develop the
ability to read and write or as Luermann stated in Creative Computing
-3-
(Nov. 1981), "write for the computer and read what other people
have written for the computer."
Students who can successfully demonstrate these skills, know-
ledge, concepts, and values and apply them wOuld be computer literate
and thus able to function comfortably as productive citizens in a
computer-oriented society.
Educational Computing Program
OVERVIEW
Because the computer is a multi-purpose tool, we need to
look at its educational use from more than one viewpoint. Teachers
can use computers as tools for teaching many different subjects,
in many different ways. Students should learn how to use computers
in the many ways adults of the future will use them. In planning
how the computer should be integrated into the curriculum, we have
tried to reflect the following views of the computer:
As a Teaching Tool:
The computer may assist the teacher in teaching all
subjects, not simply computer science. It offers:
Drill and practice
Tutoring
Simulations and microworlds
Data and word processing resources
'Information retrieval and storage
As a Technological Device:
Students need the basic ability to operate the
computer as a black-box device with simple controls.
As a Social Force:
Students need to explore how the computer fits into
their world, past, piesent, and future. They need
to consider the social and ethizal issues surrounding
how computers are usei, and will be used.
As a Personal Tool:
Students need to learn some of the many ways in which
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computers can help them achieve their own personal
.gcels, now and in the future. In particular, people
can use the computer to help them to:
Learn and explore ideas
Write
Draw shapes, compose and produce music
Retrieve and store information
Communicate
Process and display data
Make models and decisions
Operate and/or control devices suchas automobiles, home heating and cool-ing systems, and household appliances.
As a Career Tool:
Some students need to develop proficiency in using
the computer as preparation for computer-related
careers. Current areas include:
Writing
Accounting and finance
Programming
Science and engineering
Commercial art
Law
Medicine
Fine Arts
History
Manufacturing
Human Services
Music
Theology
SCOPE AND SEQUENCE
I. As a Teaching Tool
A. Use as a learning aid
1. As a tutor
2. For drill and practice
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Basic skills remediation (below grade levelobjectives)
Drill and practice (at grade level objectives)---
Problem solving (above grade-level objectives)
B. For simulations - interdisciplinary units
1. Real world models to simulate situationsWhen real world examples are historic, ortoo dangerous, expensive, or time consuming
2. Software which deman,...s.:
a. inferenceb. interpolationc. extrapolationd. evaluation
C. Student will be able to use the word processor
1. Writing-through technology
a. editing, revising, proof-reading writtenmaterials
b. creative writingc. reportsd. auto hyphenation and justificationse. auto spelling correction
2. Developing news items with all stddents
3. Developing new skills for students with specialneeds
a. language deficientb. motor deficient
II. As a Technological'Device
A. Student will be able to locate on keyboard:
1. letters, numbers, symbols
2. return key, space bar, control key, shift key
B. Student will be able to access the computer
1. Turn on and off computer properly
2. LOGON and LOGOFF (when applicable)
3. Utilize peripheral input/output devices:
disk drivesprinterscassette recorderlight pen
C. Student will be able to use system commands and interactwith the computer. (Specific language and specific machine.)
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(A) CATALOG or DIR(A) RUN(B) SAVE(B) READ(B) LOCK(B) UNLOCK(B) DELETE or KILL or ERASE
2. Immediate Commands
(B) STOP CP/M(B) CTRL G and C CDOS(S) LIST MP/M
D. Students will be able to edit:
1. Erase
2. Alter a program or data
3. Use a preprogrammed module
E. Students will be able to demonstrate a knowledge ofcomputer system components.
1. Identify the components
a. Hardwareb. Software
2. Understand functions of the components
a'. Hardwareb. Software
III. As a Social Force
A. Student will be able to list and understand the impact
of computers in daily life;'e.g., at home, work, or
school; in the marketplace; and at leisure.
B. Student will be able to understand the capabilities and
limitations of computers.
1. Capabilities
a. enhances creativityb. increases speed, accuracy, reliability, and
consistency of what is being run
b.1 performs repetitive tasksb.2 performs editing tasks
c. stores, processes, and retrieves largeamounts of data quickly
2. Limitations
a. dependence upon human inputb. finite storage capacityc. spend
10
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C. Students will project future computer applications and
the potential impact that they may have on their lives.
1. Career choices
a. new jobsb. elimination of present jobsc. necessity for flexibility regarqing career
changes throughout life
2. Robotics
a. automated control .
b. numeric control machinesc. automatic mobile devices or R2D2
3. Artificial intelligence
4. New devices incorporating computer intelligence
D. Student will explore histcrical development of computationaldevices and how they relate to modern computers.
1. Counting
a. fingers, pebbles, notchesb. abacusc. Naoier's bones
2. Mechanical
a. Mannheimb. Pascalc. Leibniz:d. Jacquarde. Babbage/Lovelacef. Hollerith
3. Electronic generations categorized by speed, size,and storage
a. relaysb. vacuum tubesc. transistord. integrated circuite. succeeding generations
E. Students will be aware of ethical implications of computeruse and abuse:
1. Privacy - security
a. types of records or listsb. computer deciphering techniques
to protectikdata bases
2. Computer Crime
a. rights of software ownership (copyright laws).b. unauthorized access to data banks
1. illegal transfer of money2. illegal transfer and illegal use of information
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c. corporate crimed. public corruption
3. Potential for dehumanization of society
IV. As a Personal Tool
A. Use as a laboratory in which todevelop critical thinking skills
1. By data analysis
a. situational problem-solving
b. student initiated projects
c. class projects
student government electionsreal electionspoll gathering - surveys,school store - cost analyses
and inventoryindividual gradesbudget allowanceathletics - individual and
team statisticsenergy studies
2. For problem solving/calculations
a. concrete
b. abstract - creative reasoning
3. Creating softiaare to)3e used by other students
a. .games-
b. simulation
c. supplemental courseware
4. Other
a. writing/graphics
b. communications
c. data storage/retrieval
d. data processing
e. decision making/models
B. Programming Activities
1. Logo
Fundamental Logo Graphics Commands
FD BK LT RT plus input
DRAW
BG
PCwith number 0 - 5 for colors
PU, PD
HT, ST
11..orrawrilarirallol....11111101.f.4*...I.INNOIMINIMIIIMIIIIIMMINMOW211.111111.11&
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Home
Draw - Immediate ModeLength, Angles, Shapes
Repeat Instructions
Edit ModeWriting simple proceduresDebugging - editing commandSub proceduresProcedures with inputSimple recursionRecursion with varying inputConditional &Id stop rules
Logo Text (Numbers - words - lists)Print statementNumbers ComputationWords & ListsRequest command - Interactive programming"Make" statement - VariableConditional if ... then
Logo Saving ProceduresFloppy disk
SaveReadCatalogErase
Printers - Hard copy
2. BASIC
V. As a Career Tool
A. Word Processing skills
1. Secretarial
2. Report Writing
3. Journalism
4. Editing
5. Contracts
6. Specifications
B. Experiences in Programming Languages
1. Advanced Basic
2. PASCAL
3. Other languages
C. Business Applications
1. Accounting
2. Finance
13
3. Inventory Control
4. Forecasting
5. CAD/CAM
D. Technical Applications
1. Drafting
2. Mechanics
3. Art
4. Music
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14
,..
RECOMMEMDED COMPUTER ACQUISITION PROGRAM
1983 - 1986
School(studen t s)
Computer as:
South
(450)
Sanborn
(450)
Bancroft
(600)
West
(900)
Junior High AndoverHigh School(1300)
TOTALSDoherty(650Y
West(750)
TechnologicalDevice 1 1 1 1 131 1 1 61/2
Teaching .
Personal .
Career Tool
For Teachers: 2 1/2 (2) 1/2 (2) 1/2 (31/2) 1/2 (5) 1/2 (14) li (14) li (14) 274
Cor Students: 3 II (2). li (2) 1/2 (A) 1/2 (5) 11 (14) 1/2 (14) 1/2 (14)
+17 +17 +221/2 +331/2 +19 +23 +45 2044
Total need 20 20 27 40 34 38 59 238
Available 2 '2 3 4 9 9 8 37
Rec. purchase 18 18 24 36 25 29 51 201
1. Assumes 40 minutes/year/student
2: Elementary: 1 micro/15 teachers Secondary: 1 micro/"department"
3. Assumes 30 minutes/student/week
15 16
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SPECIFIC PLAN: 1983-1986
Over the next three years, we recommend pursuing a limited number of
specific goals within the broad outline set forth above. As the
forowing paragraphs describe, reaching each of these instructio4a1
goals requires the acquisition of a certain number of microcomputer
systems for each school. The attached chart summarizes this hardware
acquisition proposal.
One goal does not have immediate hardware acquisition implications:
the exploration of the Computer as a Social Force. We assume that
the basic familiarity with the computer needed to discuss this issue
will be accomplished in the context of the remaining goals. In
addition, we have re-ordered the goals for purposes of discussion,
to reflect differences in the ways we have estimated hardware re-
quirements.
1. COMPUTER AS TECHNOLOGICAL DEVICE
We consider it a high priority for every child in the Andover Schools
to have the ability to operate a microcomputer as a simple device.
Specifically, each child should be able to insert a disk, turn on the
computer, catalog the disk, run a program, and interact with the
program using single-key commands. We estimate this level of skill to
require 40 minutes of computer time per year, per student. This would
correspond to a total requirement of six and one-half microcomputers
system-wide (as detailed on the summary sheet) . In this calculation,
as in all that follow, we have assumed that microcomputers can be
effectively used 50% of the time, corresponding to 450 hours of
computer time per microcomputer per year.
2. COMPUTER AS TEACHING, PERSONAL, AND CAREER TOOL
We also feel that every child in the Andover Schools should have at
least a minimal experience with the use of the computer as a teaching,
personal, and career tool. The nature of that eXperience should
naturally reflect individual needs of the children, teacher preferences,
and level of schooling. For example, we believe the emphasis at the
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elementary level should be on interaction with teaching programs,
with simple programming (Logo), and with'word-processing. At the
secondary level, this emphasis would gradually shift toward more
pcwerfulpersonal applications and especially career-oriented and
college-preparatory uses of the computer.
We estimate that, to accomplish a minimal level of experience, each
student should be able to work with a micro-computer for an average
of 30 minutes each week. (This does not mean that each student will
spend this amount of time each week. Over several years, however,
each student should have this much access.) This will require a total
of :oughly 204 microcomputers system-wide.
In addition, however, effective instructional use of the computer
requires knowledgeable and prepared teachers.( Therefore, provision-)
for inservice training, preparation activitie, and software review
must also be included here. Assuming Illf-time staff use, one
microcomputer for every fifteen elementary teachers, and one
microcomputer for most departments at the secondary level, should give
teachers the access they need. (For these purposes, we have considered,
as departmental units the following: Language Arts, Foreign Language,
Mathematics, Music, Fine Arts, Social Studies, Industrial Arts, Physical
Education/Health, Business Education, Special Needs, Media, Home
Economics, and Guidance.) These machines would be used for instruction
the remaining half time, as,reflected in the summary figures.
RECOMMEDATION
Although the level of microcomputer use proposed here is a minimal
one, the cost is nevertheless fairly high. Assuming that one
microcomputer system costs approximately $2000, the total acquisition
budget over three years would be over $400,000. Servicing and training
costs would be drawn from existing accounts for these purposes.
However, these costs need to be viewed 1x4 perspecti.'ve. A yearly
acquisition budget of $133,000 represents an allocation of less than
$27 per student per year ove: the three-year period, and of course the
costs should be amortized over a longer period. In view of the
importance of computer-related experience for children in this
community, these costs are hardly excessive.
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STAFF DEVELOPMENT
Over 40 per cent of our professional staff will have success-
fully completed courses in educational computing and/or programming
by the end of this school year. A language arts based software
course is currently in full operation; a business education compu-
ter application course is about to begin. Three inservice courses
in LOGO and BASIC Will be offered beginning in March.
In addition by the end of this school year all staff will
have had the following experiences:
1. Introduction,to the microcomputer: controlling the
hardware, that is, turning it on and off, inserting
discs., responding to commands, etc.
2. Introduction to programming: overview of either
LOGO or BASIC that helps teachers understand how
programs are written and how they might, with
further training, control software.
3. Instructional software evaluation: focus on the
software that is available on 'the grade level or
in the department with which teachers are working.
4. Instructional software implementation; nuts and
bolts using the computers in the classroom dither
with small groups of students or with the class
as a whole.
Costs for the above activities are drawn from regular school
system inservice and professional improvement funds and Massachusetts
Department of Education Commonwealth Inservice Institute grants.
Further staff development with similar funding is assumed during
the coming school year.
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APPENDIX
20
School
West Elementary
Bancroft
Sanborn
South
1981-1982
History of Program
OVERVIEW OF ELEMENTARY PRCGRAM
1982-1983
Computer literacy program
for 215 sixth gradestudents & introducticnto BASIC & LOGO as well asto tutorials, text-editing,games, and simulations onthe computer.
Computer literacy.programthrough LOGO for 243children in Lofts 1, 2,
and 3 and for 6th gradestudents who have com-pleted IMS.
Program to teach 83 6thgrade students hcw towrite simple programs inBASIC -- thus developinglogical analysis skills.
No equipment
Extension of program toselected fourth gradestudents and sixthgrade students.
Extension of Program tothe fourth graders whowere in the third gradeprogram and to studentsin the 4th, 5th, and6th grades.
Extension of the programto 5th and 6th gradestudents. Implementationfor primary grades as well
Program to be implementedat grades 4 and 5.
1983-1984(Proposed)
Introduce all student'sto computer as a tool.Introd4ce programmingwith LOGO in grades3-6. Field test Pro-ject Quill writingsoftware.
Intrbduce all stUdentsto computer as a tool.Introduce programmingwith LOGO.in grades3-6. Field test Proiject Quill writingsoftware.
Introduce all students
to computer as a tool.Introduce programmingwith LOGO in grades3-6.
Introduce all sudentsto computer as a tool.Introduce programming
"with LOGO in grades3-6.
. 22
School 1981-1982
ANS Math Department
PDP with 5 terminals, 2 dec-
writers, I printer. One semester
elective course--BASIC program-ming--available in 5 sections
to seniors. Enrollment approxi-
mately 300 students.
Business Department
Instituting Peach Tree Accounting
Program with 2 micro-computers,
with dual disks and monitors,
and 1 printer. .
English Department
Social Studies
Science
23
OVERVIEW OF SECONDARY PROGRAM
1982-1983
Add three sections of advancedBASIC programming; lab fully
scheduled.
Increase the number of students
into the program. Field test
word-processing program.
Field test micro-computer asword-processor with classes in
creative writing.
Simulation programs in problem
solving and decision-making
skills.
Field test m&cro-computersas lab instruments.
1983-1984(Proposed)
Add three sections of advancedBASIC programming; lab fully. -scheduled.
'-
Implement computers in'businesscourse. Implement word pro-
cessing program.
Implement word processing prograras integral part of sophomoreEnglish course for all studentsand as an alternative mediumfor upper class writing electivm
Implement software
Implement software
24
OVERVIEW OF SEOONDARY PROGRAM (continued)
School 1981-1982
EJH Interested teachers learning
BASIC programming language
English
Social Studies
Foreign Language
Mathematics
Interested teachers in literaryand programming courses
English
Social Studies
Foreign Language
Mathematics
1982-1983
Field test literacy programin lab.
Field test micro-computeras word-processor withclasses in creative writing.
Simulaticn programs.
Field test computer literacyprogram in lab.
Field test microLcomputer asword-processor with classesin creative writing.
Simulation programs.
Field test teacher developed
software.
1983-1984(Proposed)
Implement keyboarding coursewith grade 7 students. -Imple-
ment computer literacy programfar grade 7 students.
Implement software.
Implement software.
implement modules developedat West Junior High.
Field test programming elective.Implement kwboatiding coursewith grade 7 students. Imple-
ment computer literacy programfor grade 7 students.
Implement software.
Implement software.
Implement teacher-developedsoftware.
Field test p%ogramming elective.
26
School
Bancroft
< Sanborn
27
tog of Student Use
USAGE OF MICROCOMPUTERS 1982 - 83
Sample-of.i. 10 week period
No. of Computers
2A 3rd machine, giftof the PTO, ishoused in the mediacenter & availableto students & teacherson a sign up basis;presently being usedat maximum.
2
No. of Students Hands on time
174
256
Average 30 min. perweek per team of2 students
Varies from 6 - 30min. per week perteam of 2 students
Activiiies
LOGO; MECCsimulation &problem solving.Machines arescheduled for theseactivities 80% ofschool day. Remain-ing 20% is used ona sign up g4sis byteachers, aides,and/or students.
LOGO;MECC simulationin the classroom;class of 6 perceptu-ally handicappedlearning LOGO.Machines arescheduled gveryperiod for studentsworking in pairs orfor class use. Inaddition 225 min.(before schoor,recess, time duringlunch period).1st graders usemicros. Machinesare scheduled400% of theavailable time.
School No. of Computers No. of Students Hands on time Activities
South 2 206 Varies from 15-30 4th & 5thmin. per week per grade studentsteam of 2 students learning LOGO;
ail 2nd gr.children havehad experience
w loading firunning alearning
, program. Mach-ines are beingused 100% ofschoor day.
West El 4 321 Varies from Mostly drill(134 4th grade 14-48 min. &,practice,
4 157 6th grade per student tutorial,20 5th grade per week teacher manage-10 gifted & ment, simulatioitalented) and informal
teacher trainiw. Schedule is
posted &machines areavailable 100%of the schoolday, before &after school..
29 30
31
School
WJH
No. of Computers
8(computer lab)
1 (media ctr.)
Doh. Jr. High 8 (computer lab)
1 (media center)
AHS 2 (media center)
No.of students Hands on time
180 30 min. perweek per team2 students for10 week period
16
220
maximum or 1629 periods perweek and from2-3p.m.
each period ofthe day
Maximum use.
80 min. perweek for 10weeks.
maximum use.
Maximum use.
6 (business department) - used exclusively bybusiness departmentteachers and students
Activities
BASIC course
Scheduled byclass or individu-ally. Filled tocapacity.
Scheduled forsimulation in theclassroom &individual studentor teacher use inthe media center.
BASIC course.
Available to anystudent-who haspassed the ComputerLiteracy test.
Scheduled forsimulation in theclassroom and.in-dividual student orteacher use in themedia center.
One micro for studen-use - sign up.
.
one micro - schedule(by teachers forsimulation 'and prob-lem solving in theclassroom.
32
school l981-1982.
History of Hardware AcquisitioW
ACQUISITION PROGRAM FOR ELEMENTARY SCHOOLS
Approx.Cost
Bancroft 2 micro-computers $6,000with disks andmonitors1 printer
software
Sanborn 1 micro-computerwith disk andmonitor1 printersoftware
West El.
South
4 micro7computerswith disks and
monitors2 printers
software
3,000
12,000
1982-1983
1 micro-nomputerwith disk andmonitor1 printer
software
Approx.
Cost
3,000
2 micro-computers $6,000with disks andmonitors1 printer
softwake
1983-1984
5 micro-computerswith disks andmonitors1 printer1 additionaldisk drive
3 micro-computerswith disks andmonitors.1 printer
1 additionaldisk drive
micro-computerswith disks andmonitors1 printer1 additionaldisk drive
3 micro-computerswith disks andmonitors1 printer1 additionaldisk drive
Upkeep: Ail equipment will carry a one-year warranty. If a machine under warranty will require more than5 days to repair, an item will be loaned to us. Beyond the warranty, our technician will be ableto handle repairs. He will participate in an intensive training program by the manufacturer. Aheck has been made with schools owning micro-computers about repairs after the warranty period.The majority have not had any major problems, as long as the disc heads are kept clean, and havenot had service contracts which are approximately 10% of the cost of the equipment.
33
Approx.Cost
$10,020
34
.6,395
13,647
6,325
School
AHS
Doherty J.H.
1981-1982
ACQUISITION PROGRAM FOR SECONDARY SCHOOLS
Approx.
Cost
Math DeptPDP 8 - 7 terminals Presently
in use
Business Dept.2 micro-qomputers Presentlywith dual disks in useand monitors3 printers
1982-1983
Math Computer LabDeck WriterCentral processorPrinternterface & wiring
Business Dept.4 micro-computers4 monitors1 printer4 drives w cards4 drives w/o cards
Media Center2 micro-computers2 monitors2 printers
Computer Lab8 micro-computers8 monitors1 CorVus System
Media Center1 micro-computer1 monitor1 printer
Appro*.
Cost
$7,000
less DECgrant,
50%
$10,000
(Grants fromU.S. Oc. Ed.Program)
$6,000
21,000
3,000
1983-1984Approx.
Cost
Classroom Use7 micro-computers.with disks and.monitors3 printersylisk drive
Word Processor Lab13 micro-computers $23,305with disks andmonitors4 printers
$15,944
Media Center4 micro-computers 8,041
with disks andmonitors1 printer1 add. disk drive
Computer Lab4 micro-computerswith disks andmonitors1 printer1 add. disk drive
36
7,874
School 1981-1982
Doherty JH
WJH
ACQUISITION PROGRAM FOR SECONDARY SCHOOLS (continued)
Approx. Approx.
Cost 1982-1983 Cost
Computer Lab8 micro-computers $21,000
8 monitors1 Corvus System
Media Center1 micro-computer1 monitor1 printer
3,000
1983-1984
Approx.Cost
Classroom Use7 micro-computers $15,944with disks andmonitors3 printers3 add. disk,drives
Compute'r Lab
4 micro-computers 7,874
with disks andmonitors1 printer1 add. disk drive
ClassrooM Use7 micro-computerswith disks andmonitors1 printer1 add. disk drive
38
15,944'
Implement Phase I of Andover Educational Computing Proposal
GOAL
1. Conduct inservice sessions
a. LOGO for teachers
b. BASIC
c. Word Processing
d. AIRSWARE/Mastery Management
2. Finalize specific goals forprogram
a. Elementary/junior high school
b. Keyboarding
c. Word Processing
3. Complete preliminary edition ofcurricula
a. Keyboarding
b. Educational Computing
4. Identify specific hardwareto implement
5. Conduct training sessionsfor school administratorson Phase I
33
KEY PERSONNEL
George Brackett
Jim Murphy
'Peggy Fenton
Gary Chadwell
Assistant Superintendent withComputer Currtculum Committeeand Key Teachers
Typing Teachers
Computer Curriculum Committee
Annetta FreedmanGeorge BrackettAssistant Superintendent
George Brackett
TARGET DATE
Apri1.26, 1983
May 18, 1983
May 16, 1983
May 31, 1984
May 23, 1983
May 4, 1983
June 3, 1983
May 27, 1983
June 10, 1983
June 17, 1983
July 1983
40
Implement Phase I of Andover Educational Computing Proposal
GOAL
6. Conduct awareness sessionswith staff
7. Develop model to monitorimplementation of Phase I
8. Implement Phase I
a. Keyboarding
b. Computer literacy
c. *Word processing
d. Awarenesi/instruction
e. Programming
f. Field test software
9. Conduct community awareness/community use activities
10. Additional inservice for staff
11. Conduct preliminary evaluation
12. Conduct final evaluation ofPhase I
1 1
KEY PERSONNEL
Principals
Assistant SuperintendentInstructional SpecialistsAssistant Principals
Junior High School Typing Teachers
Junior High School Math Teachers
Hign School English Teachers
Classroom Teachers
Math Teachers
Classroom Teachers
Assistant Superintendent
Department of Community Services
Computer Consultant and KeyAndover Staff
Evaluation ConsultantInstructional Specialists/Assistant Principals
Evaluation ConsultantInstructional Specialistq/Assistant Principals
Page 2
TARGET DATE
September 8, 1983'
September 30, 1683
September 12, 1983
September 19, 1983'.1
September 19, 1983
October 1, 1983
September 19, 1983
October 1, 1983
October rb, 19-83
October 1, 1983
December 1983May 1984
January 15, 1984
May 1984
4 2